Week 7: Changing Student Demographics

Changing Student Demographics

In Singapore, and presumably as with the rest of world, the demographics of students enrolling in centres of Higher Education are changing.

As of June 2013, with a population of 5.4 million people (Singapore Department of Statistics, 2013), Singapore’s rising trend in higher education is established with an overall improvement in the educational outlook of Singapore residents. The Department of Statistics goes on to highlight that “the proportion of university graduates increased from 7.2% in 1990 to 51% in 2013” (http://www.singstat.gov.sg/statistics/visualising_data/visualiser/education/education2013.html).

Similarly, data from the Ministry of Education lists 369 schools at all levels: primary, secondary, tertiary and mixed schools offering diverse programmes and varied pathways to a tertiary educational experience (http://www.moe.gov.sg/education/landscape/). This means that there will be more than one way for a child to enter university compared to the traditional mode of yesteryear.

External data compiled by the OECD relate high enrolment ratios in primary and secondary schooling in Singapore and found that about “25% of a cohort goes on to university in Singapore (the number of places will [increase] to 30% in 2015)” (OECD, 2010, p.165). To form a perspective from one university alone, the National University of Singapore’s 2013/2014 statistics record 27,391 undergraduate enrolments and 10,061 graduate enrolments respectively (https://share.nus.edu.sg/registrar/info/statistics/ug-enrol-20132014.pdf).

It is important to note also that many Singaporean students emigrate overseas to study. However, data on student emigration is not readily accessible. The published number of Overseas Singaporeans is 207,000 but this includes non-students as well (National Population & Talent Division, Prime Minister’s Office, Singapore Department of Statistics, Ministry of Home Affairs, Immigration & Checkpoints Authority, 2013.)

In summary, the reasons for changing student demographics could be due to several factors. First, as the quality of schooling in primary and secondary levels have improved, this enables more students to have the option of entering tertiary education and the Government’s creation of many pathways to the tertiary level has facilitated this. Next, students’ immigration into Singapore and emigration to other countries due to socio-economic and other reasons contribute to the balance (or imbalance) of changing student demographics. Finally, the blurring and melding of various educational programmes and the increasing number of institutions offering tertiary programmes possibly driven by economic factors are some reasons for the changing student demographics in Higher Education.

Reflection

People are Singapore’s most important resource and I admire the Ministry of Education for creating many pathways for enabling students to have access to a tertiary educational experience. I agree with Ernst & Young’s 2012 report which indicates that existing university models are stagnant and in need of “new business models that are dynamic, modern and fit for the decades ahead” (Ernst & Young, 2012, p.4). To meet the demands of students of the future, Higher Education and by extension all of the educational sector will have to evolve and adapt. More study into the various mega-trends effecting education, namely “democratisation of knowledge and access, digital technologies, integration with industry, global mobility and contestability of markets and funding” (Ernst & Young, 2012, p.6) and other factors that contribute to a changing student demographic is needed if the educational sector is to remain viable for the future.

To address the elephant in the room, the race for a degree is likened to the pursuit of a better life, happiness and fulfilment. In the end, would it have mattered?

Frost captured it best in The Road not Taken as read by Alan Bates:

For further consideration

Can happiness, fulfilment and success be measured and what correlations can be made to this with the acquisition of a higher education? In other words, would a degree almost certainly guarantee happiness in life? Is there empirical evidence for this?

References 

Ernst & Young. (2012). University of the future: A thousand year old industry on the cusp of profound change. Retrieved from http://www.ey.com/AU/en/Industries/Government---Public- Sector/UOF_University-of-the-future and http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/U niversity_of_the_future_2012.pdf

Frost, R. (1916). The Road not Taken. [Visual illustration]. Zenpencils.com. Retrieved from http://m.9gag.com/gag/aNeGjL3?ref=mobile.s.fb

Headlink. (2008, October 14). The Road not Taken - Robert Frost (by Alan Bates). [Video file]. Retrieved from http://www.youtube.com/watch?v=ZzUm0wqhE7E

National Population & Talent Division, Prime Minister’s Office, Singapore Department of Statistics, Ministry of Home Affairs, Immigration & Checkpoints Authority. (2013). Population in brief: 2013. Singapore: Government.

National University of Singapore. (2001-2011). Student and Graduate Statistics. Retrieved from http://www.nus.edu.sg/registrar/statistics.html and https://share.nus.edu.sg/registrar/info/statistics/ug-enrol-20132014.pdf

OECD Report. (2010). Singapore: Rapid improvement followed by strong performance. Strong performers and successful reformers in education: Lessons from PISA in the United States. 7, 159-176. Retrieved from http://www.oecd.org/countries/singapore/46581101.pdf

Singapore Ministry of Education. (2014). The Singapore education journey. Retrieved from http://www.moe.gov.sg/education/landscape/

Singapore Department of Statistics. (2013). Latest key indicators. Retrieved from http://www.singstat.gov.sg/

Singapore Department of Statistics. (2013). Educational attainment of residents non- students aged 25-34 years. Retrieved from http://www.singstat.gov.sg/statistics/visualising_data/visualiser/education/edu cation2013.html